Whereas both scientific and humanistic experiences are essential for effective dance teaching and learning, the lack of prior knowledge about students’ movement experience inhibits pedagogical excitement. Looking at mindfulness observation as a science to perceive, recall and develop methods for teaching and learning (about) dance, the purpose of this study was to examine the impact of students’ body stories on dance teaching and learning. I precisely shared my transition from non-formal practice to dance academia. This enthused my students to write their lifelong body stories during our dance class. A systematic reflection on these qualitative inquiries illustrated an influence for authentic dance teaching and learning at Makerere University. Twenty-three students (15 females and 8 males) participated in the study.